Reflect some of the ways that you want to assess your students, i.e. monitor their level of understanding what you're teaching.
Some of my assessment methods will go along with my stealth objective because I want to use students' ability to write stories or make illustrations to show how well they understand what they have been learning. So far I have had a homework assigment that asks the students to explain the importance of each particle in an atom. The assigment was called "At home with an atom" and the students' job was to either make an illustration (comic strip, poster, cartoon) or write a story (fake web blog, TV show script, narrative) that gives life to each particle in an atom (proton, neutron, electron) based on what they do for the atom. This was definitely a formative assignment because I was looking to see how students understood what we had explained in class and if they were understanding the right details, but I also wanted to see how creative they could be.
In addition to homework I really like doing an open response question in the beginning of class to either preface what we will be doing or refresh their minds on what we did last class. One time I had an overhead projection with a chihuahua and a Great Dane standing next to eachother. The picture was accompanied by the question: "What does this picture remind you of? Write 3 statements with at least one of them being about atoms."
As the students walk in they can immediately take out some paper and begin their ideas. When they have ahd about 5-8 minutes to respond they turn to a neighbor and share ideas then share some with the whole class. Since they do something like this every class it is a quick way to make sure they are going in the right direction. It also helps to find out how much they already know about what is going to be taught.
Describe your grading policy, i.e. how you will assign scores to represent performance. Explain why you are choosing to use this method. If you are continuing your CT's grading policy, explain what you feel are the strengths and weaknesses of this approach.
I plan on keeping the same grading policy as my CT. I find that this assessment strategy is very fair and it would be best to keep it the same for the sake of students' understanding of their grade. The way grades work at Gaudet is on a 5 point scale. A zero would be if the student completely missed the boat and a 5 would be if the student over exceeded the expectations. The way my CT does it for quizzes, test, and projects is she goes through all the assignments and puts them in piles based on what number she thinks she will give them. Then after they are all separated she takes the largest pile and decides what the standard (3) should be and from there. This is a good method because it helps her decide whether or not the assignment was worthy and enough students are at least meeting the standard. It is also a fair way to give credit to those students who are showing their work, but not always coming up with the right answer. On the other hand, it can be very time consuming trying to figure out who deserves what and setting all the grades based on how the majority of the class performed.
Reflect some of the ways that you want to assess your students, i.e. monitor their level of understanding what you're teaching.
Some of my assessment methods will go along with my stealth objective because I want to use students' ability to write stories or make illustrations to show how well they understand what they have been learning. So far I have had a homework assigment that asks the students to explain the importance of each particle in an atom. The assigment was called "At home with an atom" and the students' job was to either make an illustration (comic strip, poster, cartoon) or write a story (fake web blog, TV show script, narrative) that gives life to each particle in an atom (proton, neutron, electron) based on what they do for the atom. This was definitely a formative assignment because I was looking to see how students understood what we had explained in class and if they were understanding the right details, but I also wanted to see how creative they could be.
In addition to homework I really like doing an open response question in the beginning of class to either preface what we will be doing or refresh their minds on what we did last class. One time I had an overhead projection with a chihuahua and a Great Dane standing next to eachother. The picture was accompanied by the question: "What does this picture remind you of? Write 3 statements with at least one of them being about atoms."
As the students walk in they can immediately take out some paper and begin their ideas. When they have ahd about 5-8 minutes to respond they turn to a neighbor and share ideas then share some with the whole class. Since they do something like this every class it is a quick way to make sure they are going in the right direction. It also helps to find out how much they already know about what is going to be taught.
Describe your grading policy, i.e. how you will assign scores to represent performance. Explain why you are choosing to use this method. If you are continuing your CT's grading policy, explain what you feel are the strengths and weaknesses of this approach.
I plan on keeping the same grading policy as my CT. I find that this assessment strategy is very fair and it would be best to keep it the same for the sake of students' understanding of their grade. The way grades work at Gaudet is on a 5 point scale. A zero would be if the student completely missed the boat and a 5 would be if the student over exceeded the expectations. The way my CT does it for quizzes, test, and projects is she goes through all the assignments and puts them in piles based on what number she thinks she will give them. Then after they are all separated she takes the largest pile and decides what the standard (3) should be and from there. This is a good method because it helps her decide whether or not the assignment was worthy and enough students are at least meeting the standard. It is also a fair way to give credit to those students who are showing their work, but not always coming up with the right answer. On the other hand, it can be very time consuming trying to figure out who deserves what and setting all the grades based on how the majority of the class performed.